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Teacher expertise among elementary g...

Arizona State University.

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Teacher expertise among elementary general music teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher expertise among elementary general music teachers./
作者:	Anderson-Nickel, J. Dianna.
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2124.
Contained By:	Dissertation Abstracts International58-06A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9738306
ISBN:	9780591491180

Teacher expertise among elementary general music teachers.
Anderson-Nickel, J. Dianna.

Teacher expertise among elementary general music teachers. - 261 p.

Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2124.

Thesis (D.M.A.)--Arizona State University, 1997.

In this study, elementary general music teachers were compared at different stages of experience to identify teacher expertise attributes by observing the similarities and differences between six "less experienced" and six "more experienced" elementary general music educators in the Maricopa County. Arizona public school districts. The nature of how these teachers structured musical and pedagogical knowledge was examined along a continuum (novice, advanced beginner, competent, proficient, expert) identified by Dr. David C. Berliner.

ISBN: 9780591491180Subjects--Topical Terms:

516171
Education, Elementary.

Teacher expertise among elementary general music teachers.
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100 1 $a Anderson-Nickel, J. Dianna. $3 1058162
245 1 0 $a Teacher expertise among elementary general music teachers.
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2124.
502 $a Thesis (D.M.A.)--Arizona State University, 1997.
520 $a In this study, elementary general music teachers were compared at different stages of experience to identify teacher expertise attributes by observing the similarities and differences between six "less experienced" and six "more experienced" elementary general music educators in the Maricopa County. Arizona public school districts. The nature of how these teachers structured musical and pedagogical knowledge was examined along a continuum (novice, advanced beginner, competent, proficient, expert) identified by Dr. David C. Berliner.
520 $a Qualitative data were acquired by videotapes, fieldnotes, and audiotaped interviews (stimulated recall and reflective response). For quantitative data, a modified version of a rank-order instrument, the Music Teacher Practices and Priorities (MTPP) rating scale, provided enumerated data.
520 $a The categories used from literature and emerging data to analyze the teachers' responses were (a) responses in the classroom; (b) discipline; (c) use of routines; (d) student involvement; (e) pacing; (f) concern for student learning; (g) planning; (h) adapting the lesson to meet the students' needs; (i) music objectives, goals, and behaviors; (j) evaluation and assessment; and (k) teacher preparation.
520 $a Findings included that (a) teacher reflection was an important facet of teacher expertise in areas including planning, pacing, and diagnostic and prescriptive skills; (b) experts and novices differed in their evaluation of a classroom; (c) experts were more selective in their use of information regarding the classroom environment; and (d) experts were more adept at using routines in conducting their classes.
520 $a Findings also revealed (a) all teachers in the sample demonstrated an association with effective lesson planning, pacing, and student participation all teachers in the sample; (b) expert teachers gathered and processed new information while maintaining classroom control; (c) a need for review of music education teacher preparation programs with regard to required coursework and experience in elementary general music for music education majors; (d) participants were more confident with diagnostic than prescriptive skills; and (e) more experienced teachers were able to predict students' errors and diagnose potential problems and prescribe solutions. This study suggested elementary general music educators paralleled Berliner's continuum of teacher expertise as did educators in other curriculum areas investigated by other researchers.
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710 2 $a Arizona State University. $3 1017445
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791 $a D.M.A.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9738306